Poetry as Sound and Object

Classroom Activities

Identity/Bio-Poems

Select the focus of the bio-poem. Students typically write bio-poems about themselves but in this unit, students will write bio-poems about Henry “Box” Brown, a relevant figure to the current unit of study. However, you can assign any historical or literary figure for your students to write about depending on your unit of study. Of course, this involves a great deal of research and students can be placed into small groups and work together to find more information about Henry “Box” Brown.

Select what you want included in the bio-poem. A poem typically includes the following information:

1. Adjectives that you would use to describe this important figure
2. Time, place and location of events
3. Relationships in that figure’s life (family, friends, children)
4. Hobbies, work experience, accomplishments
5. You can also adapt this format to include other items such as important or significant moments in history, how this person became a hero to larger society, and special sayings or quotes.

Example of bio-poem by Gwendolyn Brooks

Read aloud the following poem about identity for inspiration before moving to the next activity where students will write their own bio poems.

	Narcissa by Gwendolyn Brooks
	Some of the girls are playing jacks.
	Some are playing ball.
	But small Narcissa is not playing
	Anything at all. Small
	Narcissa sits upon A brick in her backyard
	And looks at tiger-lilies,
	And shakes her pigtails hard.
	First, she is an ancient queen in pomp and purple veil.
	Soon she is a singing wind.
	And next a nightingale.
	How fine to be Narcissa,
	A-changing like all that!
	When sitting still, as still, as still as anyone ever sat.
	

Use these questions to generate a large group discussion:  How did you feel while listening to the poem?  What can you tell about Narcissa by reading the poem?  Does the writer use metaphors or comparisons in the poem? What were the metaphors/comparisons and did they work for you?  How does the poet use punctuation, grammar and stanzas in the poem?

Unit Objectives

1. Students will recognize, understand, analyze and identify poetry and its many poetic forms
2. Students will read different forms of poetry using voice, expressions and emotions.
3. Students will write different forms including comic book poetry in order to identify as a writer/poet.
4. Students will explore issues of identity, social justice, anger, pain,

Essential Questions (DOK) Webb's Depth of Knowledge

These questions will help guide students through this unit. Students will keep a journal and annotate the lyrics in order to explore various thoughts and wonderings.

1. Who is the speaker in this poem? What kind of person is he or she?
2. To whom is the speaker speaking, or in other words, who is the audience?
3. What is the situation and setting in time (era) and place?
4. What is the purpose of the poem?
5. State the poem’s central idea or theme in a singular sentence.
6. Describe the structure of the poem. How does this relate to content?
7. What is the tone of the poem? How is it achieved?
8. Notice the poem’s diction. Discuss any words which seem especially well-chosen.
9. Are there predominant usages of figurative language? What is the effect?
   1. Metaphors
   2. Similes
   3. Imagery
   4. Allusions
   5. Personification
   6. Symbols
10. Explain the use of any sound devices and whether or not they aid in conveying tone or theme.
11.  How can collaboration extend, challenge and broaden our ideas? 
12. How does poetry contribute to our understanding of self, others, and the world? 
13. How does the use of voice empower an individual? 

Essential Questions Performance

1. How do I express ideas, experiences, and emotions in my work?
2. What motivates me to keep creating?
3. What does this work make me see, hear, and/ or think about?
4. How does working in a small group help me discover who I am? Can I just be myself?
5. How is this work connected to my community and or the world around me?
6. What is the message I/we want to convey to the larger audience?
7. How do I know I’m ready to perform for an audience?

Evaluation/Critique/Rubric

1. Preview the poem by reading the title and paying attention to the poem’s form: shape on the page, stanzas, number of lines and ending punctuation.
2. Read the poem aloud several times to hear rhyme, rhythm, and the overall sound of the poem.
3. This makes it easier to understand the poem.
4. Visualize the images by paying close attention to strong verbs, and comparisons in poems.
5. Do the images remind you of anything?
6. Let the comparisons paint a picture in your head. Clarify words and phrases by allowing yourself to find the meaning of words or phrases that stand out, are repeated, or you do not understand the meaning.
7. Use a dictionary, context clues, teacher or peer. Evaluate the poem’s theme by asking what message is the poet trying to send or help you understand?
8. Does it relate to your life in any way?